Background: There are many factors in determining language proficiency among university students. Identifying these factors can help the teaching and learning process to move forward more quickly and effectively. Purpose: This study aimed to explore the relationship between social, cultural, and linguistic factors and the language proficiency of 221 medical and paramedical students at Shiraz University of Medical Sciences to identify if these factors contribute to language proficiency as an effective variable in students’ communication, academic performance, and quality patient care. Method: The authors administered a questionnaire on these factors' role and a proficiency test. Then, they ran Pearson's correlation coefficient and multiple regression analyses to determine the relationship and effects of such factors concerning language proficiency. Results: The t-test revealed a statistically meaningful difference between medical and paramedical students concerning both mean scores of proficiency and cultural factors. The results indicated only social and cultural factors statistically correlated with paramedical students’ proficiency. Furthermore, none of these factors built any relationship or exerted any effects on the proficiency of medical students. Conclusion: The results implied that educational policymakers should consider the existing differences between university students of different fields since they come from different sociocultural and linguistic backgrounds that have affected the academic stance in which they are studying. Moreover, the findings necessitate encouraging the policymakers and university lecturers to enhance their sociocultural competencies to adapt and fulfill the needs of such students and highlighting the roles of the family's socioeconomic positions through some workshops since the role of the family is an important variable in determining the extent to which a learner has acquired a specific cultural competence.
背景决定大学生语言水平的因素有很多。找出这些因素有助于更快、更有效地推进教学进程。 目的：本研究旨在探讨社会、文化和语言因素与设拉子医科大学 221 名医学生和准医学生的语言能力之间的关系，以确定这些因素是否有助于将语言能力作为学生交流、学习成绩和病人护理质量的有效变量。 研究方法作者对这些因素的作用进行了问卷调查，并进行了能力测试。然后，他们进行了皮尔逊相关系数和多元回归分析，以确定这些因素与语言能力之间的关系和影响。 结果显示通过 t 检验发现，医科学生和护理专业学生在语言能力平均分和文化因素方面的差异具有统计学意义。结果表明，只有社会和文化因素与医务辅助人员学生的能力有统计学上的相关性。此外，这些因素均未对医科学生的能力建立任何关系或产生任何影响。 结论研究结果表明，教育政策制定者应考虑不同专业大学生之间存在的差异，因为他们来自不同的社会文化和语言背景，这些背景影响了他们的学习态度。此外，研究结果还表明，有必要鼓励政策制定者和大学讲师提高他们的社会文化能力，以适应和满足这些学生的需求，并通过一些研讨会强调家庭社会经济地位的作用，因为家庭的作用是决定学习者在多大程度上获得特定文化能力的一个重要变量。
{"title":"Predictors of Language Proficiency among Medical and Paramedical Students: Vygotskian Sociocultural Theory","authors":"Shadab Moslehi, Reza Kafipour","doi":"10.17323/jle.2023.16615","DOIUrl":"https://doi.org/10.17323/jle.2023.16615","url":null,"abstract":"Background: There are many factors in determining language proficiency among university students. Identifying these factors can help the teaching and learning process to move forward more quickly and effectively. Purpose: This study aimed to explore the relationship between social, cultural, and linguistic factors and the language proficiency of 221 medical and paramedical students at Shiraz University of Medical Sciences to identify if these factors contribute to language proficiency as an effective variable in students’ communication, academic performance, and quality patient care. Method: The authors administered a questionnaire on these factors' role and a proficiency test. Then, they ran Pearson's correlation coefficient and multiple regression analyses to determine the relationship and effects of such factors concerning language proficiency. Results: The t-test revealed a statistically meaningful difference between medical and paramedical students concerning both mean scores of proficiency and cultural factors. The results indicated only social and cultural factors statistically correlated with paramedical students’ proficiency. Furthermore, none of these factors built any relationship or exerted any effects on the proficiency of medical students. Conclusion: The results implied that educational policymakers should consider the existing differences between university students of different fields since they come from different sociocultural and linguistic backgrounds that have affected the academic stance in which they are studying. Moreover, the findings necessitate encouraging the policymakers and university lecturers to enhance their sociocultural competencies to adapt and fulfill the needs of such students and highlighting the roles of the family's socioeconomic positions through some workshops since the role of the family is an important variable in determining the extent to which a learner has acquired a specific cultural competence.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. Affective variables such as second language (L2) reading attitudes (RAs) and L2 reading self-efficacy (RSE) have been regarded as factors which influence academic results in regular face-to-face reading instruction. Research has reported that although positive RAs among adolescents may decline as they go through school, they still engage in diverse formal and informal reading environments involving printed and/or digital resources. These attitudes can be impacted by the sudden change in the way instruction is delivered in blended learning contexts which emerged due to the Covid-19 pandemic. Purpose. The present study applied a mixed methods approach to explore the relationship between the L2 RAs, L2 RSE, and L2 reading proficiency (RP) of Chilean high school students in a blended-learning context. Method. A sequential explanatory mixed-methods design was adopted to gather data from 124 Chilean high school students. The quantitative data collection was carried out by means of two adapted surveys assessing RAs and RSE, while the reading section of the Preliminary English Test (PET) was administered to determine the RP of participants. The qualitative aspect of the study involved semi structured interviews with ten participants. Results. Participants displayed moderately positive levels of RA and RSE. Furthermore, a strong correlation was found between RAs and RSE, and RSE was significantly correlated with RP. Qualitative data analysis revealed that the emergency remote teaching context during the pandemic affected student reading behaviour in relation to the attitudes towards recreational digital reading, and that teacher instruction can influence their RAs and RSE. Conclusion. It is essential for EFL teachers to nurture student L2 RSE by means of effective and consistent reading activities with increasing challenge that include synchronous and asynchronous learning. Since most participants preferred to complete reading tasks in a recreational digital setting rather than an academic digital one, teachers should incorporate academic reading activities which are more engaging and contextualised to student age and preferences to effectively use the synchronous and asynchronous time at their disposal in blended settings.
背景。第二语言（L2）阅读态度（RAs）和第二语言阅读自我效能感（RSE）等情感变量一直被认为是影响常规面对面阅读教学学业成绩的因素。研究报告指出，虽然青少年的积极阅读态度可能会随着学龄的增长而下降，但他们仍然会参与到涉及印刷和/或数字资源的各种正式和非正式的阅读环境中。这些态度可能会受到混合式学习环境中教学方式的突然变化的影响，这种变化是由于 Covid-19 大流行而出现的。 研究目的本研究采用混合方法探讨混合学习环境下智利高中生的第二语言阅读能力（RA）、第二语言阅读能力（RSE）和第二语言阅读能力（RP）之间的关系。 研究方法本研究采用顺序解释混合方法设计，收集了 124 名智利高中生的数据。定量数据收集通过两份经过改编的调查问卷进行，分别评估阅读能力和阅读理解能力，同时对初步英语测试（PET）的阅读部分进行测试，以确定参与者的阅读理解能力。定性研究包括对 10 名参与者进行半结构式访谈。 研究结果参与者的 RA 和 RSE 表现出适度的积极水平。此外，研究还发现 RA 和 RSE 之间有很强的相关性，而 RSE 与 RP 有显著的相关性。定性数据分析显示，大流行病期间的紧急远程教学环境影响了学生的阅读行为，这与他们对娱乐性数字阅读的态度有关，而且教师的指导也会影响他们的 RA 和 RSE。 结论对于 EFL 教师来说，通过有效和持续的阅读活动（包括同步和异步学习）来培养学生的 L2 RSE 至关重要。由于大多数参与者更愿意在娱乐数字环境而非学术数字环境中完成阅读任务，教师应根据学生的年龄和喜好，融入更有吸引力、更符合实际情况的学术阅读活动，以便在混合环境中有效利用他们可支配的同步和异步时间。
{"title":"Exploring Reading Attitudes, Reading Self-Efficacy, and Reading Proficiency in a Blended Learning Context Among EFL Learners","authors":"Marco Cancino, Nicol Gonzalez","doi":"10.17323/jle.2023.16303","DOIUrl":"https://doi.org/10.17323/jle.2023.16303","url":null,"abstract":"Background. Affective variables such as second language (L2) reading attitudes (RAs) and L2 reading self-efficacy (RSE) have been regarded as factors which influence academic results in regular face-to-face reading instruction. Research has reported that although positive RAs among adolescents may decline as they go through school, they still engage in diverse formal and informal reading environments involving printed and/or digital resources. These attitudes can be impacted by the sudden change in the way instruction is delivered in blended learning contexts which emerged due to the Covid-19 pandemic. Purpose. The present study applied a mixed methods approach to explore the relationship between the L2 RAs, L2 RSE, and L2 reading proficiency (RP) of Chilean high school students in a blended-learning context. Method. A sequential explanatory mixed-methods design was adopted to gather data from 124 Chilean high school students. The quantitative data collection was carried out by means of two adapted surveys assessing RAs and RSE, while the reading section of the Preliminary English Test (PET) was administered to determine the RP of participants. The qualitative aspect of the study involved semi structured interviews with ten participants. Results. Participants displayed moderately positive levels of RA and RSE. Furthermore, a strong correlation was found between RAs and RSE, and RSE was significantly correlated with RP. Qualitative data analysis revealed that the emergency remote teaching context during the pandemic affected student reading behaviour in relation to the attitudes towards recreational digital reading, and that teacher instruction can influence their RAs and RSE. Conclusion. It is essential for EFL teachers to nurture student L2 RSE by means of effective and consistent reading activities with increasing challenge that include synchronous and asynchronous learning. Since most participants preferred to complete reading tasks in a recreational digital setting rather than an academic digital one, teachers should incorporate academic reading activities which are more engaging and contextualised to student age and preferences to effectively use the synchronous and asynchronous time at their disposal in blended settings.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: ChatGPT, a chatbot based on a large language model, captured global attention toward the end of 2022. With its potential to generate comprehensive texts of a variety of genres based on a string of straightforward prompts, it was soon perceived as a threat by many in various fields, including – and in particular – education. Schools across the world began banning its use as instructors started to receive suspiciously well-written essays and assignments from their students. Aim: This study aimed to investigate the prevalence of use of ChatGPT among university students for written assignments, explore the ways students utilize the tool, and examine students’ perspectives on the ethical aspects of its use. Method: An online questionnaire was designed to collect data from 201 students from private and public universities in Croatia. Results: The results show that more than half of the participants use ChatGPT for written assignments, that most use it to generate ideas, while many use it to summarize, paraphrase, proofread, but also to write a part of the assignment for them. According to the participants, the most ethically acceptable use of ChatGPT is for generating ideas, while other uses are perceived by many as being unethical; this, however, has not prevented some students from engaging in behaviors they deem unethical. Conclusion: We conclude that universities and instructors need to take a decisive stand on artificial intelligence in education and provide clear guidelines to students regarding the ethical use of ChatGPT and emerging technologies.
{"title":"Writing with AI: University Students’ Use of ChatGPT","authors":"Nikola Črček, Jakob Patekar","doi":"10.17323/jle.2023.17379","DOIUrl":"https://doi.org/10.17323/jle.2023.17379","url":null,"abstract":"Background: ChatGPT, a chatbot based on a large language model, captured global attention toward the end of 2022. With its potential to generate comprehensive texts of a variety of genres based on a string of straightforward prompts, it was soon perceived as a threat by many in various fields, including – and in particular – education. Schools across the world began banning its use as instructors started to receive suspiciously well-written essays and assignments from their students. Aim: This study aimed to investigate the prevalence of use of ChatGPT among university students for written assignments, explore the ways students utilize the tool, and examine students’ perspectives on the ethical aspects of its use. Method: An online questionnaire was designed to collect data from 201 students from private and public universities in Croatia. Results: The results show that more than half of the participants use ChatGPT for written assignments, that most use it to generate ideas, while many use it to summarize, paraphrase, proofread, but also to write a part of the assignment for them. According to the participants, the most ethically acceptable use of ChatGPT is for generating ideas, while other uses are perceived by many as being unethical; this, however, has not prevented some students from engaging in behaviors they deem unethical. Conclusion: We conclude that universities and instructors need to take a decisive stand on artificial intelligence in education and provide clear guidelines to students regarding the ethical use of ChatGPT and emerging technologies.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Several language learning theories exist to explain the language learning process. Reflective learning is one of the models that has received attention and has been employed to explain language learning and teaching. Purpose: The present study aimed to develop and validate a close-ended reflective language learning instrument to discover EFL learners’ reflective learning strategies while learning a language. Method: Based on a comprehensive literature review, 358 concepts were extracted for reflective language learning. Then, experts’ opinions on reflective language learning were gathered, leading to the extraction of 50 general themes. After the experts’ approval, the researchers transformed the concepts into statements and constructed the final version of the questionnaire. In the next step, the initial version of the questionnaire was piloted with 100 participants, reducing the number of items to 47. Then, the piloted instrument was administered to a sample of 398 students. The obtained data were entered into SPSS and LISERL for exploratory and confirmatory factor analyses. Principle Component Analysis (PCA) was employed to run an explanatory factor analysis. Varimax rotation was performed on the underlying construct of the 47-item questionnaire. The result was the removal of four items and forming a 43-item questionnaire. A six-factor model of second language learning encompassing twelve behavioral cognitive items, twelve behavioral evaluative items, six behavioral metacognitive items, six behavioral interactional items, four behavioral reflective journal items, and three behavioral retrospective items was obtained. Then, the researchers performed confirmatory factor analysis to verify the six factors. Finally, a reflective language learning model was developed. Results: The results showed that the newly developed Reflective Language Learning Questionnaire (RLLQ) was valid and reliable. The model formulated based on the data gathered from the administration of RLLQ also enjoyed acceptable fitness indices. Conclusion: The questionnaire could be used in future studies. Researchers interested in reflective language learning, language teachers intending to follow reflective practices in their classes, and syllabus designers believing that reflection promotes learning can employ RLLQ.
{"title":"The Development of a Reflective Language Learning Model: A Structural Equation Modeling Approach","authors":"Salman Asshabi, Mojgan Rashtchi, Massood Siyyari","doi":"10.17323/jle.2023.13187","DOIUrl":"https://doi.org/10.17323/jle.2023.13187","url":null,"abstract":"Background: Several language learning theories exist to explain the language learning process. Reflective learning is one of the models that has received attention and has been employed to explain language learning and teaching. Purpose: The present study aimed to develop and validate a close-ended reflective language learning instrument to discover EFL learners’ reflective learning strategies while learning a language. Method: Based on a comprehensive literature review, 358 concepts were extracted for reflective language learning. Then, experts’ opinions on reflective language learning were gathered, leading to the extraction of 50 general themes. After the experts’ approval, the researchers transformed the concepts into statements and constructed the final version of the questionnaire. In the next step, the initial version of the questionnaire was piloted with 100 participants, reducing the number of items to 47. Then, the piloted instrument was administered to a sample of 398 students. The obtained data were entered into SPSS and LISERL for exploratory and confirmatory factor analyses. Principle Component Analysis (PCA) was employed to run an explanatory factor analysis. Varimax rotation was performed on the underlying construct of the 47-item questionnaire. The result was the removal of four items and forming a 43-item questionnaire. A six-factor model of second language learning encompassing twelve behavioral cognitive items, twelve behavioral evaluative items, six behavioral metacognitive items, six behavioral interactional items, four behavioral reflective journal items, and three behavioral retrospective items was obtained. Then, the researchers performed confirmatory factor analysis to verify the six factors. Finally, a reflective language learning model was developed. Results: The results showed that the newly developed Reflective Language Learning Questionnaire (RLLQ) was valid and reliable. The model formulated based on the data gathered from the administration of RLLQ also enjoyed acceptable fitness indices. Conclusion: The questionnaire could be used in future studies. Researchers interested in reflective language learning, language teachers intending to follow reflective practices in their classes, and syllabus designers believing that reflection promotes learning can employ RLLQ.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Research on the integration of Computer-assisted language learning (CALL) in EFL contexts has witnessed a significant advance due to the modern changes in language education and technology over the last decades. However, the effects of CALL on vocabulary development through different interaction patterns have not been investigated by researchers. Purpose: Attempts have been made to assess the effects of CALL and Memrise software on the vocabulary development of intermediate EFL learners through the three interaction patterns: 1) pair-work interaction, 2) small-group-work interaction, and 3) individual content. Method: A total of 100 male and female Iranian EFL learners were selected through convenience sampling and assigned into three experimental and one control groups, each consisting of 25 learners. The Oxford Quick Placement Test was taken to assure the homogeneity of the participants. Then, a multiple-choice vocabulary test was taken as a pretest. The three experimental groups learned vocabulary through Memrise desktop software with three different interaction patterns, while the control group learned the same through the conventional pattern. A reshuffled version of the pretest constitutes the subsequent posttest. Result: The results of the comparison between all pretests and posttests indicated that there was a significant difference between the vocabulary scores of the pretest and the posttest of the experimental groups, indicating the efficiency of these treatments. It was revealed that the pair work was slightly more effective than small-group work and that these two types of intervention were more effective than individual-content interaction, where the latter was more effective than conventional instruction. Conclusion: According to the findings, students are advised to take advantage of CALL-based facilities and participate in interactive activities.
{"title":"The Effects of Computer-assisted Language Learning (CALL) and Different Interaction Patterns on Vocabulary Development of EFL Learners","authors":"Fatemeh Shamshiri, S. Shafiee, Fariba Rahimi","doi":"10.17323/jle.2023.12093","DOIUrl":"https://doi.org/10.17323/jle.2023.12093","url":null,"abstract":"Background: Research on the integration of Computer-assisted language learning (CALL) in EFL contexts has witnessed a significant advance due to the modern changes in language education and technology over the last decades. However, the effects of CALL on vocabulary development through different interaction patterns have not been investigated by researchers. Purpose: Attempts have been made to assess the effects of CALL and Memrise software on the vocabulary development of intermediate EFL learners through the three interaction patterns: 1) pair-work interaction, 2) small-group-work interaction, and 3) individual content. Method: A total of 100 male and female Iranian EFL learners were selected through convenience sampling and assigned into three experimental and one control groups, each consisting of 25 learners. The Oxford Quick Placement Test was taken to assure the homogeneity of the participants. Then, a multiple-choice vocabulary test was taken as a pretest. The three experimental groups learned vocabulary through Memrise desktop software with three different interaction patterns, while the control group learned the same through the conventional pattern. A reshuffled version of the pretest constitutes the subsequent posttest. Result: The results of the comparison between all pretests and posttests indicated that there was a significant difference between the vocabulary scores of the pretest and the posttest of the experimental groups, indicating the efficiency of these treatments. It was revealed that the pair work was slightly more effective than small-group work and that these two types of intervention were more effective than individual-content interaction, where the latter was more effective than conventional instruction. Conclusion: According to the findings, students are advised to take advantage of CALL-based facilities and participate in interactive activities.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: This paper reports on an investigation of male primary student teachers about their planning and teaching over the course of the 2021 year. Three male student teachers’ experiences are presented. Purpose: This study highlights how they negotiated the intersections of self with school, identity, and gender as male student teachers. Method: In weekly semi-structured peer group discussions student teachers were asked to describe the decisions that they made in planning, to reflect on the nature of the decision-making process that they went through, and about the consequences of this process. As necessary, questions were posed to the groups to further stimulate discussions. Written notes were taken from these discussions and used in combination with visiting lecturer notes about their teaching practice. Results: It was through the combination of these classroom activities and teaching practice observations that ethnomethodology and symbolic interactionism intersected with these student teachers’ self with school, identity, and gender. Ethnomethodology concerns how social order is established through social interactions while symbolic interactionism includes both verbal and non-verbal communication. It has been known that past experiences are the foundations of future experiences. The three male primary student teachers presented in this study support this assertion through their inward-looking and/or outward looking narratives. Conclusion: This study adds to our understanding of the importance of what messages schools, colleagues, and the wider community are sending to male primary teachers about their work and worth as primary teachers.
{"title":"Three Male Primary Student Teachers’ Intersections of Languaging and Teaching","authors":"Steven Sexton","doi":"10.17323/jle.2023.14494","DOIUrl":"https://doi.org/10.17323/jle.2023.14494","url":null,"abstract":"Background: This paper reports on an investigation of male primary student teachers about their planning and teaching over the course of the 2021 year. Three male student teachers’ experiences are presented. Purpose: This study highlights how they negotiated the intersections of self with school, identity, and gender as male student teachers. Method: In weekly semi-structured peer group discussions student teachers were asked to describe the decisions that they made in planning, to reflect on the nature of the decision-making process that they went through, and about the consequences of this process. As necessary, questions were posed to the groups to further stimulate discussions. Written notes were taken from these discussions and used in combination with visiting lecturer notes about their teaching practice. Results: It was through the combination of these classroom activities and teaching practice observations that ethnomethodology and symbolic interactionism intersected with these student teachers’ self with school, identity, and gender. Ethnomethodology concerns how social order is established through social interactions while symbolic interactionism includes both verbal and non-verbal communication. It has been known that past experiences are the foundations of future experiences. The three male primary student teachers presented in this study support this assertion through their inward-looking and/or outward looking narratives. Conclusion: This study adds to our understanding of the importance of what messages schools, colleagues, and the wider community are sending to male primary teachers about their work and worth as primary teachers.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Deaf users of Slovenian Sign Language vary in competence between L1, delayed L1 and L2. They follow the grammatical patterns of their language but are unaware of them because the language is neither linguistically documented nor systematically used in the classroom. As a result, the available learning and teaching materials are inadequately prepared in many aspects. Purpose: The aim of this research was to create a reference grammar of SZJ by (i) using SZJ for metalinguistic descriptions and (ii) training Deaf signers as researchers and teachers. We observed their performance in order to answer the research question of whether it is possible to involve Deaf signers in the process of creating and disseminating a sign language reference grammar. Method: Training a group of deaf L1 signers to (i) start systematic research of their language within a selected formal approach, (ii) create didactic video materials for learning/teaching Slovenian Sign Language as L1 and L2, and (iii) use these materials in language courses for L1 and L2 deaf signers. Results: Eleven deaf L1 signers were trained as researchers in a 40-hour course. Five deaf and two hearing L1 signers were trained as language teachers in another 40-hour course and then presented the core concepts of Slovenian Sign Language grammar to 302 members of 12 local Slovenian deaf clubs in 24 editions of a 40-hour language course. For the presentations, they used didactic video materials (duration 5:46 hours). These materials were produced by the five L1 signers and later uploaded to two freely accessible online video platforms. Conclusion: The approach proved fruitful: signers were actively involved in the creation and dissemination of the first Slovenian Sign Language reference grammar. The available analytics show that the materials are continuously viewed by both deaf and hearing users.
{"title":"Including the Sign Language Community in Language Research, Learning and Teaching: Video Reference Grammar of Slovenian Sign Language (SZJ)","authors":"Matic Pavlič","doi":"10.17323/jle.2023.11999","DOIUrl":"https://doi.org/10.17323/jle.2023.11999","url":null,"abstract":"Background: Deaf users of Slovenian Sign Language vary in competence between L1, delayed L1 and L2. They follow the grammatical patterns of their language but are unaware of them because the language is neither linguistically documented nor systematically used in the classroom. As a result, the available learning and teaching materials are inadequately prepared in many aspects. Purpose: The aim of this research was to create a reference grammar of SZJ by (i) using SZJ for metalinguistic descriptions and (ii) training Deaf signers as researchers and teachers. We observed their performance in order to answer the research question of whether it is possible to involve Deaf signers in the process of creating and disseminating a sign language reference grammar. Method: Training a group of deaf L1 signers to (i) start systematic research of their language within a selected formal approach, (ii) create didactic video materials for learning/teaching Slovenian Sign Language as L1 and L2, and (iii) use these materials in language courses for L1 and L2 deaf signers. Results: Eleven deaf L1 signers were trained as researchers in a 40-hour course. Five deaf and two hearing L1 signers were trained as language teachers in another 40-hour course and then presented the core concepts of Slovenian Sign Language grammar to 302 members of 12 local Slovenian deaf clubs in 24 editions of a 40-hour language course. For the presentations, they used didactic video materials (duration 5:46 hours). These materials were produced by the five L1 signers and later uploaded to two freely accessible online video platforms. Conclusion: The approach proved fruitful: signers were actively involved in the creation and dissemination of the first Slovenian Sign Language reference grammar. The available analytics show that the materials are continuously viewed by both deaf and hearing users.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Author-related and journal-related metrics have long been the target for manipulations on part of some researchers, journals, and occasionally countries, eager to rank higher or get other benefits. Games played with metrics are abundant and may be triggered by rigid “publish-or-perish” national or university policies and consequent pursuit for benefits. In addition, new technologies make headway to unprecedented schemes in research production and promotion. The JLE Editors aim to inform JLE readers of their stance on the current revision of the JLE ethical guidelines for authors, editors, and reviewers in response to the new challenges. Basic Concepts Related to Academic Integrity: The key concepts related to academic integrity are commented on, including some particulars about academic integrity, plagiarism, academic misconduct, fabrication and falsification of data, peer review manipulations, citation manipulations, and predatory journals. Revisions in the JLE Editorial Policy on Authorship: With the ChatGPT entering the realm of science, the technology caused a heated debate over the ethical aspects of Artificial Intellect (AI) generated submissions to scholarly journals. The JLE editors share a rather popular stance that submissions cannot be subject to ChatGPT generation or revision. Conclusion: The JLE has been revising its ethical guidelines as of authorship, including the limits for ChatGPT uses in submissions. The JLE editors apprise all stakeholders of the revised guidelines that cover the use of generative pre-trained transformers in submission generation.
{"title":"Academic Integrity: Author-Related and Journal-Related Issues","authors":"Lilia K. Raitskaya, E. Tikhonova","doi":"10.17323/jle.2023.18489","DOIUrl":"https://doi.org/10.17323/jle.2023.18489","url":null,"abstract":"Introduction: Author-related and journal-related metrics have long been the target for manipulations on part of some researchers, journals, and occasionally countries, eager to rank higher or get other benefits. Games played with metrics are abundant and may be triggered by rigid “publish-or-perish” national or university policies and consequent pursuit for benefits. In addition, new technologies make headway to unprecedented schemes in research production and promotion. The JLE Editors aim to inform JLE readers of their stance on the current revision of the JLE ethical guidelines for authors, editors, and reviewers in response to the new challenges. Basic Concepts Related to Academic Integrity: The key concepts related to academic integrity are commented on, including some particulars about academic integrity, plagiarism, academic misconduct, fabrication and falsification of data, peer review manipulations, citation manipulations, and predatory journals. Revisions in the JLE Editorial Policy on Authorship: With the ChatGPT entering the realm of science, the technology caused a heated debate over the ethical aspects of Artificial Intellect (AI) generated submissions to scholarly journals. The JLE editors share a rather popular stance that submissions cannot be subject to ChatGPT generation or revision. Conclusion: The JLE has been revising its ethical guidelines as of authorship, including the limits for ChatGPT uses in submissions. The JLE editors apprise all stakeholders of the revised guidelines that cover the use of generative pre-trained transformers in submission generation.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The bulk of past studies, which have shown that audiovisual materials are potential sources for phrasal verb learning, have focused on short materials. However, the incidental learning of idiomatic and non-idiomatic phrasal verbs through extensive viewing of a complete season of a TV series has remained underexplored.
Purpose: The main aim of the present study is to explore the learning potential of viewing an entire season of a TV series in incidental learning of idiomatic and non-idiomatic phrasal verbs.
Method: The study recruited 75 second language (L2) learners and placed them randomly into an experimental group and a control group. Data were gathered through the updated vocabulary levels test and two vocabulary tests. Over one month, the experimental group viewed an entire season of a TV series, and the control group followed their regular learning routine. Immediately after the end of the eight viewing sessions, the experimental and control groups completed the form and meaning post-tests.
Results: The results indicated that viewing a TV series contributed to the development of phrasal verb knowledge. The experimental group developed both form and meaning knowledge of the target phrasal verbs, and greater gains were made at the form recognition level. The research also revealed that although repetition of the target phrasal verbs in the series significantly correlated with the learning gains reported from both the form and meaning tests, its role in meaning was greater.
Implications: The study provides further valuable insights into how watching a TV series affects the learning of idiomatic and non-idiomatic phrasal verbs. It also advances our understanding of how repetition impacts phrasal verb uptake.
{"title":"The Learning Potential of a TV Series in Promoting L2 Incidental Learning of Idiomatic and Non-Idiomatic Phrasal Verbs","authors":"Hassan Alshumrani","doi":"10.17323/jle.2023.17302","DOIUrl":"https://doi.org/10.17323/jle.2023.17302","url":null,"abstract":"Background: The bulk of past studies, which have shown that audiovisual materials are potential sources for phrasal verb learning, have focused on short materials. However, the incidental learning of idiomatic and non-idiomatic phrasal verbs through extensive viewing of a complete season of a TV series has remained underexplored. 
 Purpose: The main aim of the present study is to explore the learning potential of viewing an entire season of a TV series in incidental learning of idiomatic and non-idiomatic phrasal verbs.
 Method: The study recruited 75 second language (L2) learners and placed them randomly into an experimental group and a control group. Data were gathered through the updated vocabulary levels test and two vocabulary tests. Over one month, the experimental group viewed an entire season of a TV series, and the control group followed their regular learning routine. Immediately after the end of the eight viewing sessions, the experimental and control groups completed the form and meaning post-tests.
 Results: The results indicated that viewing a TV series contributed to the development of phrasal verb knowledge. The experimental group developed both form and meaning knowledge of the target phrasal verbs, and greater gains were made at the form recognition level. The research also revealed that although repetition of the target phrasal verbs in the series significantly correlated with the learning gains reported from both the form and meaning tests, its role in meaning was greater.
 Implications: The study provides further valuable insights into how watching a TV series affects the learning of idiomatic and non-idiomatic phrasal verbs. It also advances our understanding of how repetition impacts phrasal verb uptake.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Research articles (RAs) have been highlighted as one of the most essential channels for academicians to disseminate knowledge. Typically, RAs consist of a nomenclature of the four sections of introduction, methods, results, and discussion, commonly known as IMRD, with each section governed by an organizational structure determined by genre analysis. However, due to the increasing prevalence of the stand-alone conclusion section in recent years and the expansion of open-access journals, understanding how this conclusion section is constructed can benefit scholars in an academic endeavor. Methods: This study aims to identify the organizational structure of the stand-alone conclusion section in open-access journals. An original dataset of 55 open-access journal RAs from four major academic disciplines honored as “Articles of the Year 2021” was analyzed. Only the RAs with stand-alone conclusions within a calculated word range were selected, yielding a final dataset of 25 comparable conclusion sections. Then, anchored on genre analysis, the compiled dataset was analyzed quantitively and qualitatively. Results: Based on the genre analysis conducted, a set of three moves and their pertaining steps were identified, forming various organizational patterns but one compelling one. Furthermore, the full-fledged two-layer rhetorical structure of the section depicting the frequencies of occurrence of individual moves and steps is quite revealing, highlighting the crucial significance of restating the findings generated from the study being reported. The results demonstrate not only how established this section is but also how it is currently structured, performing its critical function of concluding RAs. Conclusion: This study has provided insights into integrating analytical elements to successfully stage persuasive arguments in the conclusion section, a skill that needs to be inculcated in novice or early-career researchers and seasoned researchers alike.
{"title":"Stand-Alone Conclusion Section in Open-Access Research Articles: Organizational Structure","authors":"Budsaba Kanoksilapatham","doi":"10.17323/jle.2023.16907","DOIUrl":"https://doi.org/10.17323/jle.2023.16907","url":null,"abstract":"Background: Research articles (RAs) have been highlighted as one of the most essential channels for academicians to disseminate knowledge. Typically, RAs consist of a nomenclature of the four sections of introduction, methods, results, and discussion, commonly known as IMRD, with each section governed by an organizational structure determined by genre analysis. However, due to the increasing prevalence of the stand-alone conclusion section in recent years and the expansion of open-access journals, understanding how this conclusion section is constructed can benefit scholars in an academic endeavor. Methods: This study aims to identify the organizational structure of the stand-alone conclusion section in open-access journals. An original dataset of 55 open-access journal RAs from four major academic disciplines honored as “Articles of the Year 2021” was analyzed. Only the RAs with stand-alone conclusions within a calculated word range were selected, yielding a final dataset of 25 comparable conclusion sections. Then, anchored on genre analysis, the compiled dataset was analyzed quantitively and qualitatively. Results: Based on the genre analysis conducted, a set of three moves and their pertaining steps were identified, forming various organizational patterns but one compelling one. Furthermore, the full-fledged two-layer rhetorical structure of the section depicting the frequencies of occurrence of individual moves and steps is quite revealing, highlighting the crucial significance of restating the findings generated from the study being reported. The results demonstrate not only how established this section is but also how it is currently structured, performing its critical function of concluding RAs. Conclusion: This study has provided insights into integrating analytical elements to successfully stage persuasive arguments in the conclusion section, a skill that needs to be inculcated in novice or early-career researchers and seasoned researchers alike.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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